Association of Accredited Public Policy Advocates to the European Union - Continuing education

GR PRACTITIONERS SHOULD TAKE RESPONSIBILITY FOR THEIR CONTINUING EDUCATION (CE)

christian — Wed, 20 Aug 2014 13:57:25 +0000

GR Practitioners are expected to increase and refine their practice knowledge and skills throughout their professional careers through self-study, review of practice outcomes, ongoing education, supervision and/or consultation as appropriate. It is GR Practitioners’ personal responsibility to determine the content and course of Continuing Education (CE). It is a threefold responsibility to clients, to self, and to the profession. This responsibility can be demonstrated by

Identification of one’s own learning needs
Self-direction in meeting one’s own learning needs through pursuit of and participation in relevant CE activities
Active involvement in the learning process afforded by each CE experience
Assessment of knowledge gained from CE and application of that knowledge to practice.

There are different types of CE

Formally organised learning events
Professional meetings/organised learning experiences
Individual professional activities

The three broad types of CE described below are necessary for GR Practitioners in order to achieve a well-balanced learning experience. Although there are factors, such as availability and accessibility, that may interfere with a GR Practitioner’s ability to participate in events across all three types, whenever possible, the GR Practitioner should map out a CE plan that encompasses all three.

Formally organized learning events: Formally organised learning events involve interaction with a teacher for the purpose of accomplishing specific learning objectives. Courses, workshops, practice-oriented seminars, staff development, and training activities offered by accredited programmes of GR education. Distance education that uses such technology as interactive audio or video, computer or other electronic technologies and that also includes interaction between the learner and the instructor and among learners also qualifies for CE. Such events provide GR Practitioners with the opportunity to integrate theoretical and practice components of all forms of GR, including social change and action, administration and supervision, and planning and policy development.

Professional meetings and other forms of organized learning experiences: Professional meetings and other forms of organized learning experiences for GR Practitioners involve formally structured discussions among professionals about professional issues, whereby participants increase their awareness of new developments in GR and related fields. Conferences, symposiums, and panel presentations sponsored by GR or allied organizations are examples of activities.

Variety of self-directed professional study activities and growth experiences include writing papers and books for presentation or publication; making presentations on major professional issues or programmes; reading professional journals and books; preparing for initial consultation, teaching, or training assignments; and engaging in independent study, research, or tutorial projects.

GR Practitioners should take responsibility for their continuing professional development by:

Establishing the knowledge, understanding and skills required to carry out their job role
Evaluating how well their own knowledge, understanding and skills match with those identified
Seeking feedback from those with whom they work about their knowledge and practice
With support, reflecting on their knowledge and practice and how their life experiences and personal beliefs may affect their work
Evaluating how their knowledge and practice contribute to leadership, team working and outcomes for individuals
Identifying with individuals, key people and others their strengths and their learning and development needs
Drawing up a personal and professional development plan to address their learning and development needs
Sourcing development opportunities that will meet identified priorities
Implementing their personal development plan through accessing development opportunities
Reflecting on how well development activities have met their personal learning needs
Evaluating with individuals and others how their practice has been affected by development activities
Keeping up-to-date records of their personal and professional development in line with their work setting requirements
Acting as a role model to promote continuing professional development to others with whom they work
Disseminating information about knowledge and evidence-based practice that will be useful to others with whom they work
Challenging poor practice in ways that promote the use of knowledge and evidence-based practice to safeguard individuals and enhance their wellbeing
Identifying the skills and knowledge needed in order to carry out the job roles of those for whom they have responsibility
Assessing the requirement for specific skills in carrying out these job roles
Providing feedback to enable others to identify how their practice supports the achievement of outcomes for individuals
Supporting others to identify their strengths and their personal and professional development needs
Identifying development opportunities that will meet agreed development needs
Supporting others to make use of opportunities for mentoring, assessment, and accredited learning
Promoting the ability to learn from every day experiences
Maintaining records and reports about the development of others within confidentiality agreements and according to legal and work setting requirements

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GR Practitioners

Responsibility

AALEP IS NUMBER ONE IN GR CONTINUING EDUCATION

christian — Mon, 18 Aug 2014 15:06:57 +0000

At its best, lobbying provides critical services to organizations and clients and critical client information to public office holders. Those services include acting as a strategic resource by researching regulatory or policy changes, understanding the government’s policy agenda, determining who the decision makers will be on any given matter, developing positive relationships with the media, communication planning, mobilizing grass roots, coaching and mentoring, setting up and attending meetings, outlining unintended consequences of existing and planned policies, and sustaining communication momentum.

AALEP has developed a Catalogue of over 100 Courses related to Government Relations. Courses fall in each of the following areas of practice:

DIRECT LOBBYING
GRASSROOTS
FUNDRAISING AND EFFECTIVELY MANAGING THE MONEY
COMMUNICATIONS AND THE MEDIA
ISSUE MANAGEMENT
RESOURCE MANAGEMENT
RELATIONSHIP BUILDING (LEGISLATIVE, REGULATORY, COALITIONS)

Each course addresses 3 distinct Knowledge Levels: Beginning, Intermediate and Advanced

Each course states the Learning Objectives or Learning Outcomes that clearly describe what the Learner will know or be able to do as a result of having attended and completed the course.

Evaluation (or Learning Assessment) is based on the stated Learning Objectives of each course

For further information, please contact the AALEP Secretariat.

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Continuing education

CONTINUING EDUCATION IN GR AND POSSIBLE TOPICS

christian — Sat, 16 Aug 2014 18:08:12 +0000

There are three ways to acquire knowledge in the field of Government Relations: College, On-the-Job and through Continuing Education. Keys areas of the GR practice include: Direct Lobbying, Grassroots, Fundraising and Effective Money Management, Communications, Issue Management, Resource Management and Relationship Building (Legislative, Regulatory and Coalitions). Each area of the GR practice considers the following aspects: A. Legal/Regulatory/Ethical Aspects, B. Advocacy/Communication/Persuasion Aspects, C. Process/Trade Craft/Research Aspects and D. Technological Aspects and under each area possible topics that can be offered in Continuing Education Programmes. There are 94 courses on offer.

Each course should include Learning Objectives or Learning Outcomes that clearly describe what the learner will know or be able to do as a result of having attended a Continuing Education programme or activity. Learning Objectives should be Observable and Measurable. They should be focused on the learner and contain action verbs that describe measurable behaviours. Objective learning assessments should be written in a manner that determines whether participants learned what was planned to teach them. The evaluation (or learning assessment) should be based on the stated learning objectives of the programme.

1. DIRECT LOBBYING

A. Legal/Regulatory/Ethical

Reporting Requirements (European Union, National, State and Local regulatory bodies) Knowledge Level: Beginning, Intermediate, Advanced
Understanding the Administrative Procedures in the Regulatory Process. Knowledge Level: Intermediate, Advanced
Executive Branch/Legislative Lobbying. Knowledge Level: Intermediate, Advanced
Code of Ethics and Practice. Knowledge Level: Beginning, Intermediate, Advanced

B. Advocacy/Communication/Persuasion

Ability to distil complex issues into concise talking points, and succinctly convey impacts on stakeholders and constituents. Knowledge Level: Intermediate, Advanced
The importance of lobbying legislative staff – not just legislators. Knowledge Level: Beginning, Intermediate
Using PR effectively. Knowledge Level: Intermediate, Advanced
How to effectively lobby a legislator – what makes a difference to them. Knowledge Level: Beginning, Intermediate
Lobbying at national level – don’t forget about back home. Knowledge Level: Beginning, Intermediate
Networking/ “Closing the Sale”. Knowledge Level: Beginning, Intermediate
Researching the political environment – “why a legislator is acting a certain way”. Knowledge Level: Intermediate, Advanced
Coalitions. Knowledge Level: Beginning, Intermediate, Advanced

C. Technology

Using Technology to your Advantage. Knowledge Level: Beginning, Intermediate

2. GRASSROOTS

A. Legal/Regulatory/Ethical

Understanding laws, regulations, ethics of grassroots communication. Knowledge Level: Beginning, Intermediate, Advanced

B. Advocacy/Communication/Persuasion

Motivating volunteers (Organizing, Recruiting & Retaining Grassroots Members). Knowledge Level: Beginning, Intermediate
How to use your grassroots to effectively support the work of your lobbyists. Knowledge Level: Beginning, Intermediate
Meeting the legislator. Knowledge Level: Beginning, Intermediate
Media (issue advertising, paid advertising, Op-eds, letter-to-the-editors). Knowledge Level: Intermediate, Advanced
Site visits – getting press. Knowledge Level: Intermediate, Advanced
Learn how to set up a press event. Knowledge Level: Intermediate, Advanced

C. Process/Trade Craft/Research

Key Contact vs. Broad Base vs. Grasstops – What’s it all mean? Knowledge Level: Beginning, Intermediate
Tracking contacts and other Follow-up/Housekeeping Chores, and Identifying whom is most interested and/or affected by a given issue. Knowledge Level: Intermediate
Outsourcing Grassroots: Low Cost, Moderate Cost, Fire Torpedoes. Knowledge Level: Beginning, Intermediate
How to develop an effective grassroots network in your organization. Knowledge Level: Beginning, Intermediate
Follow-up - getting your members’ message to Parliament/Government agencies and back to your volunteers. Knowledge Level: Beginning, Intermediate
How to effectively coordinate “behind the scenes,” and allow others to be in the limelight. Knowledge Level: Intermediate, Advanced
How to “humanize issues; bring the issue home; boil it down. Knowledge Level: Intermediate, Advanced
Communicating with grassroots; persuasive writing and persuasive speaking. Knowledge Level: Beginning, Intermediate

D. Technology

Database management (fax, mail, e-mail). Knowledge Level: Beginning, Intermediate
Motivating volunteers (Organizing, Recruiting & Retaining Grassroots Members), Mobilization. Knowledge Level: Beginning, Intermediate
Tracking Contacts and Other Follow-up/Housekeeping Chores, and identifying whom is most interested and/or affected by a given issue. Knowledge Level: Intermediate, Advanced
How to develop an effective grassroots network in your organization. Knowledge Level: Intermediate
Speaking out in the Internet Age. Knowledge Level: Intermediate, Advanced

3. FUNDRAISING AND EFFECTIVELY MANAGING THE MONEY

A. Legal/Regulatory/Ethical

Raising Money for “Emergency Campaigns” on your issues. Knowledge Level: Intermediate, Advanced

B. Advocacy/Communication/Persuasion

Convey a compelling message to motivate people to act. Knowledge Level: Beginning, Intermediate
Effect of Online Communication. Knowledge Level: Beginning, Intermediate
How a small association can play the money game. Knowledge Level: Beginning, Intermediate
National vs. EU level – you must work at both levels. Knowledge Level: Beginning, Intermediate
Fundraising to support government relations activities. Knowledge Level: Intermediate, Advanced

C. Process/Trade Craft/Research

Telemarketing 101 – using outside resources. Knowledge Level: Intermediate, Advanced
Working with national/local chapters and affiliates. Knowledge Level: Intermediate, Advanced
Effective fundraising events – getting your members to give. Knowledge Level: Intermediate, Advanced

4. COMMUNICATIONS

A. Legal/Regulatory/Ethical

Legislative Drafting/Regulatory Comment Writing. Knowledge Level: Intermediate, Advanced

B. Advocacy/Communication/Persuasion

E-mails/letter writing campaigns to Parliament. Knowledge Level: Beginning, Intermediate
Distil complex issues into concise talking points to convey information to stakeholders, and constituents. Knowledge Level: Intermediate, Advanced
Ability to understand and communicate with diverse audiences. Knowledge Level: Intermediate, Advanced
Mass media (issue advertising, paid advertising, Op-eds, letter to the editors). Knowledge Level: Intermediate, Advanced
Effective media relations to support lobbying efforts. Knowledge Level: Intermediate, Advanced
Developing the “message”. Knowledge Level: Intermediate, Advanced

C. Process/Trade Craft/Research

Ability to understand and communicate with diverse audiences. Knowledge Level: Intermediate, Advanced
Importance of communications staff & public policy staff working together. Knowledge Level: Intermediate, Advanced
Getting GR and PR professionals to understand one another's professional environments, services, responsibilities and restrictions. Knowledge Level: Intermediate, Advanced
How to deal with the media in a positive way. Knowledge Level: Intermediate, Advanced
How to use the press (editorial boards) to support your issue. Knowledge Level: Intermediate, Advanced

D. Technology

Electronic Newsletters (e-mail/fax) of Government Affairs Information/Updates. Knowledge Level: Beginning, Intermediate
Use of electronic communications as an alternative to traditional means. Knowledge Level: Beginning, Intermediate

5. ISSUE MANAGEMENT

A. Legal/Regulatory/Ethical

Crisis Management. Knowledge Level: Intermediate, Advanced
Regulatory outsourcing. Knowledge Level: Intermediate, Advanced

B. Advocacy/Communication/Persuasion

Using PR professionals to help frame your issues. Knowledge Level: Intermediate, Advanced
Keeping the grassroots on board with lobbyist message. Knowledge Level: Intermediate
How to prioritize your issues. Knowledge Level: Beginning, Intermediate
Using the Media to Influence Legislators. Knowledge Level: Intermediate, Advanced
Communicating issues to your stakeholders and policy makers. Knowledge Level: Beginning, Intermediate, Advanced

C. Process/Trade Craft/Research

Intelligence gathering – what’ s the other side doing. Knowledge Level: Intermediate, Advanced
Benchmarking/Identifying trends. Knowledge Level: Intermediate, Advanced
Understanding the inter-relationships between various issues. Knowledge Level: Intermediate, Advanced
How issues evolve into policy. Knowledge Level: Intermediate, Advanced
How to Pass/Stop Legislation. Knowledge Level: Intermediate, Advanced
Determining the issues you can win on. Knowledge Level: Intermediate, Advanced

D. Technology

Tracking system for issues/actions. Knowledge Level: Intermediate, Advanced
Using technology to your Knowledge Level: Intermediate, Advanced

6. RESOURCE MANAGEMENT (SENIOR)

A. Legal/Regulatory/Ethical

Personnel issues, such as staff management and conflict resolution. Knowledge Level: Intermediate, Advanced
Hiring good GR staff: what to look for, how to judge applicants, how to keep them. Knowledge Level: Intermediate, Advanced
Outsourcing – hiring the right staff and effectively managing the contract. Knowledge Level: Intermediate, Advanced
Raising money for your government relations staff. Knowledge Level: Advanced

B. Advocacy/Communication/Persuasion

Budgeting (for the known and unknown issues) and justifying your budget to the CEO/CFO and Board. Knowledge Level: Intermediate, Advanced
Building Stronger Leadership Support for your association for GR. Knowledge Level: Intermediate, Advanced
Using your Board and leaders to carry your message. Knowledge Level: Advanced
Demonstrating value of the GR function even though it doesn’t raise revenue. Knowledge Level: Intermediate, Advanced

C. Process/Trade Craft/Research

Training, especially in research methods, technology, financial management. Knowledge Level: Advanced
Running an effective GR function in a small association. Knowledge Level: Intermediate, Advanced
Managing vs. leading – mentoring your staff and motivating them. Knowledge Level: Advanced

D. Technology

Method/system for resource prioritization. Knowledge Level: Beginning, Intermediate

7. RELATIONSHIP BUILDING (LEGISLATIVE, REGULATORY, COALITIONS)

A. Legal/Regulatory/Ethical

Learning the lobbying laws/ethics. Knowledge Level: Intermediate, Advanced
Conducting an effective agency Liaison meeting. Knowledge Level: Intermediate, Advanced
Developing good relations with regulators that control your industry. Knowledge Level: Advanced

B. Advocacy/Communication/Persuasion

Introducing your association to Parliament and local authorities. Knowledge Level: Intermediate, Advanced
Ability to understand and communicate with diverse audiences. Knowledge Level: Intermediate, Advanced
Building staff relations. Knowledge Level: Intermediate, Advanced
Networking at European, National and Local level and building relationships. Knowledge Level: Intermediate, Advanced

C. Process/Trade Craft/Research

How to Start a Coalition (legal and real world pitfalls). Knowledge Level: Intermediate, Advanced
Coalitions/alliances building techniques. Knowledge Level: Intermediate, Advanced

D. Technology

Database management. Knowledge Level: Beginning, Intermediate
Using technology to your advantage. Knowledge Level: Beginning, Intermediate

For further educational and technical assistance, please contact AALEP Secretariat

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Continuing education

Topics

AALEP CONTINUING EDUCATION STANDARDS AND CRITERIA

christian — Fri, 15 Aug 2014 18:58:23 +0000

AALEP aims to advance the profession of government relations by the improvement of the qualifications and usefulness of government relations professionals through high standards of ethics, conduct, education, and achievement; by the establishment and maintenance of the highest standards of professional ethics and conduct of the members of the Association; by the increase and diffusion of government relations knowledge through meetings, professional contacts, reports, papers, discussions, and publications.

AALEP recognizes the responsibility of GR professionals to continue their educational and professional development.

AALEP has developed standards and criteria for those organizations wishing to offer Continuing Education for GR professionals and to maintain the highest level of quality in those programmes. AALEP is intent on (a) developing and delivering continuing education programmes and products; (b) providing educational and technical assistance to organizations, associations and other entities; (c) collaborating with organizations that seek to become AALEP-approved Providers of continuing education programmes.

Providers must meet the Standards provided below in order to receive approval from AALEP as a provider of Continuing Education for GR professionals. Each standard includes a general principle followed by the related criterion/criteria.

STANDARD A: GOALS

Principle: Continuing Education (CE) in GR is an ongoing process consisting of formal learning activities that (1) are relevant to the GR practice and education, (2) enable GR professionals to keep pace with emerging issues and technologies, and (3) allow GR professionals to maintain, develop, and increase competencies in order to improve services to their clients/employers and the general public and enhance contributions to the profession.

Criterion

Provider must have a statement of goals for their CE programme that reflects this Principle.

STANDARD B : PROGRAMME MANAGEMENT

Principle: Effective programme management is essential for maintaining the highest quality in continuing education programmes for GR professionals .

Criteria

Providers must include the direct input of GR professionals in all phases of the decision-making and programme-planning process for the activities offered to GR professionals.
Providers must have a clearly designated programme administrator who is responsible for ensuring that the organization meets AALEP Standards.
Providers must ensure the security of proprietary information, and the confidentiality of individuals and organizations.
Providers must have written procedures for addressing participant complaints in a reasonable, ethical, and timely fashion.
Providers must select instructors and develop programme materials that respect cultural, individual, and role differences.

STANDARD C: EDUCATIONAL PLANNING AND INSTRUCTIONAL METHODS

Principle: Successful continuing education in GR requires: (1) careful educational planning that results in a clear statement of educational objectives; (2) the selection of appropriate instructional methods to achieve those objectives; and (3) the selection of instructional personnel with demonstrated expertise in the programme content.

Criteria

Providers must develop educational objectives that clearly describe what participants are expected to learn.
Providers must select instructors with expertise in the programme content and who are competent to teach this programme content.

STANDARD D: CURRICULUM CONTENT

Principle: The content of continuing education is the crucial component of programmes intended to maintain, develop, and increase conceptual and applied competencies that are relevant to GR practice and education. CE programs may include content related to well-established GR principles, or may be based on content that extends current theory, method, or practice. CE programmess may provide information related to ethical, legal, statutory or regulatory policies, guidelines, and standards that impact GR.

Criteria

1. Providers must be prepared to demonstrate that information and programmes presented are based on a methodological, theoretical, research, or practice knowledge base. This requirement must be met by at least one of the following:

1.1. Programme content has obtained credibility, as demonstrated by the involvement of the broader GR practice and education communities in studying or applying the findings, procedures, practices, or theoretical concepts;

1.2. Programme content has been supported using established research procedures ;

1.3. Programme content has peer reviewed, published support beyond those publications and other types of communications devoted primarily to the promotion of the approach;

1.4. Programme content is related to ethical, legal, statutory or regulatory policies, guidelines, and standards that impact GR.

2. Providers are required to ensure that instructors, during each CE presentation, include statements that describe the accuracy and utility of the materials presented, the basis of such statements, the limitations of the content being taught, and the severe and the most common risks.

3. Providers must be prepared to demonstrate that content is relevant to GR practice and education.

4. Providers must clearly describe any commercial support for the CE programme, presentation, or instructor to programme participants at the time the CE programme begins. Any other relationship that could be reasonably construed as a conflict of interest also must be disclosed.

STANDARD E: PROGRAMME EVALUATION

Principle: Evaluation of CE programmes is for the purpose of improving future programs.

Criteria

Providers must obtain the CE participants’ evaluation as to how well each educational objective was achieved.
Providers must assess the participants’ satisfaction, using a written evaluation form, with the overall programme.
Providers must ensure that there is a method in place to assess what the participants have learned from the programme.
Providers must use the results of the abovementioned evaluation processes to improve and plan future programmes.

STANDARD F: STANDARDS FOR AWARDING CREDIT

Principle: The awarding of CE credit is based on participation in learning activities offered in accordance with AALEP Standards.

Criteria

Providers must award CE credit for GR professionals on the basis of one credit per one hour of instructional time.
Providers must provide documentation to each participant that includes the AALEP approval statement, the name and date of the activity, the number of CE credits earned, and a signature or other verification from the provider organization.
Providers must be able to verify the awarding of CE credit to participants and provide this verification to individuals who request it for at least three years after completion of the activity.

STANDARD G: PROMOTION AND ADVERTISING OF PROGRAMMES

Principle: CE promotional materials must contain accurate and complete information for potential programme participants.

Criteria

1. Providers must clearly indicate how potential participants may obtain the following information prior to enrolling in a CE programme:

a. Educational objectives;

b. A description of the target audience and the instructional level of the activity (introductory, intermediate, or advanced);

c. Schedule;

d. Cost, including all fees and the refund/cancellation policy;

e. Instructor credentials, including relevant professional degree and discipline, current professional position, and expertise in program content;

f. The number of CE credits offered for each activity;

g. A clear indication of any activities within a programme that are not offered for CE credit.

2. Sponsors must make clearly evident to all potential participants, prior to registration, any known commercial support for CE programmes or instructors. Any other relationships that could be reasonably construed as a conflict of interest also must be disclosed.

3. Providers must assure that when referring to AALEP approval, the correct statement is used in all promotional materials such as ads, brochures, and announcements

When referring to AALEP approval, the following statement must be used: "(Organization name) is approved by the AALEP to provide continuing education for GR professionals. (Organization name) maintains responsibility for this program and its content."

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standards and criteria

AALEP